Ulric Kenji Kurashige's Octalysis Gamification Design Challenge for Food Heroes (JUCCCE)

Program Goals
Deﬁne the Strategy Dashboard for your Food Heroes challenge: Business Metrics, Players, Desired
Actions, Feedback Mechanics/Triggers, Rewards/Incentives. (view Dashboard)
Octalysis Ideation/Brainstorming. Extra bonus for Level II Octalysis Brainstorming via: Discovery,
Onboarding, Scaffolding, and Endgame Phase. (learn the Level II Phases)
Visual Deliverables such as Concept Wireframes/Storyboarding to showcase solution.
Bonus Points for: Power/Ease Feature List and Battleplan Spreadsheet
Present your work however way you’d like, including Powerpoint/Keynote Slides, Word/ PDF
documents, or a short video/movie on YouTube or Loom (optional!)
Finalists will be chosen for their understanding of the Octalysis Framework (and other behavioral
design models), empathetic design, creativity, and effectiveness towards driving Desired Actions.
A follow up live presentation will serve as tiebreakers between ﬁnalists.
Based on volume of submissions, we may not provide feedback to every submission outside the
winners. However, we will showcase the winner’s work for all to review and learn from.
Send your submission to erik@chouforce.com by December 20, 2017.
How to get teachers excited about teaching Food Heroes. Make discovery phase more exciting.►
How to gamify the 4 hour workshop?►
What is the experience after the 4 hour workshop, while they are teaching over the year?►
How do we deliver the package of curriculum materials to the teachers? How do we best present
the materials to teachers? Both training materials and students' in-classroom use materials.
►
How to get teachers excited about taking the workshop, so they encourage other teachers do it?►
How can we turn teachers into advocates? How do teachers advocate to other teachers in other
schools to use Food Heroes throughout the 7 week program, in a casual conversation? "Hey look
at this video.”
►
Teachers' 4 hour Introduction
Sunday, December 3, 2017 10:15 AM
Open Project Page 1

Notes on Project
Wednesday, December 20, 2017 3:41 PM
Open Project Page 2

Business Metrics
# of active teachers in the program•
# of teachers in program•
# of feedback +/-•
Income from selling associated merchandise•
# of active IP licenses•
% of students participating in program each week•
% of parents checking into the WeChat forum•
The Users
Users
Click here for Users
Desired Actions
Phase 1 Get Users on board1.
Phase 2 Go through course objectives2.
Phase 2 Learn the basic cycle of game3.
Phase 2 Learn each days exercise in relations to weeks objectives4.
Phase 3 Prepare the classroom for each days' activities5.
Phase 3 Engage Students and Parents in the exercises6.
Phase 3 Give feedback for program designers7.
Phase 4 Give Success story8.
Phase 4 Become an Advocate9.
Phase 4 Become a Mentor10.
Feedback
Understanding and Demonstrating Exercises1.
Seamless set up of class for days lesson2.
Students turning assignments (partially done is ok)3.
Feedback from other teachers and reports from the coordinators4.
Check-in from group leaders5.
Teachers progressing towards Advocate or Mentor6.
Win States
Phase 1 Teachers in workshops1.
Phase 2 Teachers participating in discussion group after
lesson
2.
Phase 2 Teachers participating in activities3.
Phase 3 Students turning in homework4.
Phase 3 Parents trying out new recipes5.
Phase 3 Teachers gaining levels towards Advocacy or
Mentorship
6.
Phase 3 Success Stories7.
Phase 4 Advocate8.
Phase 4 Mentorship9.
Incentives
After Phase 2 lunch and discussion with program leaders
and characters. (Feedback time for program and
onboarding process)
1.
Points towards Advocate or Mentor2.
Students wearing Food Hero lanyards and bracelets3.
Food hero stickers on personal items4.
Students enjoying program5.
Banquet at end of Program6.
Surprise grand prize for a lucky teacher7.
Strategy Dashboard
Open Project Page 3

Martin Uxford
ENTJ - Commander
Martin is from Great Britain, 32 years old and divorced. He has a degree in education and ESL
the focus on primary education. He came to China because of his interest in the Chinese culture
and how it is organized and well structured. He is learning the Chinese language and spends a
lot of time studying the culture and the people. He is often challenged by the young children as
they tend to be unruly and undisciplined at times.
“I like working with young children, but I prefer older children as they tend to listen better.”
Martin Uxford
Rosa Dela Verte
ENFP - Campaigner
Since most of the teachers are from foreign countries it is expected the majority of them to be
Extroverts according to the Meyer-Briggs model. As the Introverts get their energy internally and
being in a public "stage" causes them to expend energy, thus being in a classroom full of
potentially emotional children and living in a country that does not necessarily speak a language
they can speak can be overwhelming for them. In this environment Introverts will need to do a lot
of social interactions.
•
I expect that most of the teachers are going to be in the Valuing group. These are natural teachers
that their personalities will tend to lead them to this role. They look to the future and love working
to the future with the children. The idea here is to encourage them, make it easy to implement
the plan and as extroverts give them a community where they can share ideas.
•
There may be some from the Relating group. They love adventure and seeing new things. They
may see teaching in China as another adventure and may enjoy working with children. The
overseeing program leaders need to keep them focus on that the plan and to give feedback. The
program needs a bit of this is something new. New territory to explore and of discovery of how to
make this work.
•
The Visioning group may feel uncomfortable in a classroom full of undisciplined children. Older
children will be more cognitively workable group for them to work with. The overseeing program
leaders can use these people if recognized to do the research and collation of the data. They could
be valuable to the Directing group. The overseeing program leaders need to value them for their
uniqueness and give them a chance to look at the data and give feedback. They are more likely to
organize the incoming data and corelate them to know facts thus be more grounded. They will
love that they are moving the world forward.
•
The final group is the Directing group. This group will also feel uncomfortable amongst emotional
children. It is important for the overseeing program leaders to recognize them early as they can be
tapped as team leaders. They will be the drive to keep everyone focused. The danger of the
Valuing group and the Relating group is that they may lose focus over time. Reminding them of
the bigger picture will keep those two moving forward. They could also recognize the Visioning
group as they may feel overwhelmed and positive feedback will keep them in the game.
•
The Users
Monday, December 11, 2017 12:07 PM
Open Project Page 5

Rosa Dela Verte
ENFP - Campaigner
Rosa is American, single and 25 years old. She is a newly graduated college student but has no
education background. She took a quick course in ESL. She came to China to explore new avenues
of employment and to gain ESL experience. She believes that being a teacher of young children she
can shape and change the world in a good way. She loves to social interactions in class and learning
new things every day. She spends her free time walking about the city and trying to talk to the
various people she meets.
“China is wonderful, and the children have a delightful way of looking at things thinks.”
Yvette DeLacazure
ESTP - Entrepreneur
Yvette is from France, single and 27 years old. She is single. She was a ESL teacher in
France with 4 years of experience. She enjoys teaching young children and outdoor
sports. She came to China because she likes new things to explore. She especially enjoys
teaching young children as the classes are not so regimented. This gives her an area of
teaching that is challenging and rewarding. She loves the excitement of working with
young creative minds.
“I like teaching young children because they are so curious have so much energy.”
Open Project Page 6

Octalysis IdeationBrainstorming - Spreadsheet4
Brainstorming
Open Project Page 7

Desired Action
Desired Actions
Open Project Page 9

Feedback
Feedback
Open Project Page 10

Rewards - Spreadsheet2
Rewards

Visual Deliverables

Get the leaders of the program to welcome the teachers upon arrival. Get to know the teachers as best as possible
and let them know that they are there for them and that they are an important part of the team/family. As a
team/family, the teachers need to feel welcomed and build on their worth as a member of the program.
The leaders should understand that the teachers are the frontline of the program and that their success will affect
the success of the program over all.
There need to be follow through with the promise of help for the teachers and establish the hierarchy of
communication and responsibility. The lower level of leaders need to help the teachers to the best of their ability.
Should they encounter a problem they are not able to solve then it will escalate to the next level of authority.
1.
Sean Strong - Strengtha.
Electra Speedova - Speedb.
Feliz Lopez - Happy (Social)c.
Samantha Arts - Smartsd.
Helen Lee - Healere.
Introduce the live characters of the program. Actors portraying the characters:2.
The live characters should have a good understanding of the roll that they are playing when they are in character.3.
This should be done either before the training starts or the first part of the training. It should continue after the
training period to resolve any questions to where this program is going.
4.
Introduction
Tuesday, December 12, 2017 6:06 PM

Who here feels they are part of shaping the future of the world?•
Obesity here in China is on the rise○
United Health Foundation ranks Hawaii as the heathiest state in the United Statesi.
According to the Diabetic Association of America 30% of Hawaii residents have
diabetes
ii.
90% of the diabetics are Type 2 diabetes which is due largely to obesityiii.
Heart Disease1)
Kidney Failure2)
High Blood Pressure3)
Loss of Eyesight4)
Reduced Immune Function5)
Stroke6)
High Blood Pressure7)
Fatigue8)
Amputation of Extremities9)
Diabetes is linked with:iv.
This is the healthiest state. The other states are in worse shape than Hawaii and
reflects upon the health of people living in the United States as a country.
v.
It is global for example:○
The world has had a problem and it has not been well addressed.•
As teachers of young children, children at the age are impressionable and what they learn will stay
with them for the rest of their lives. So, the criteria of choices they make today will affect their
health in the future.
•
Every teacher here is the fore runners of this program. Thus, everyone's participation and
feedback for this program will allow the program to succeed into the future.
•
If the program succeeds here it can be then used around the world and will make the first global
health initiative for schools and the health of the generations to come.
•
Opening of Training

The basic game that inherent to every day is the cycle.
First day will be different from the other days as the children have not done the homework
portion of lesson. Deal out all the cards to children until every card is passed out.
1.
There may be other activities added to the game. Those activities will be noted on the day's
activity
2.
After the activities are done do assessment for the day's activities3.
Note:
There 80 basic cards total in the deck.
The Basic Format of the Program

Some days will have secret cards added to the Rainbow Table. The first day's activity will have 6 power
cards placed on the Rainbow Table which will determine who will be the Food Hero Buddy for the next
lesson day.

Participation:
Divide teachers into 2 or more groups.1.
Choose or pick one of them to be the teacher2.
Run through the Activity Loop3.
Teachers will do a mock run of first day Activity.

Parents' talk point: Your child is learning English. He may work with people from other cultures. If they are able to enjoy
food from other cultures will make connections that may not be open if they only ate the foods they know. This will
open doors of opportunity that may not be available otherwise. Let them explore new foods and they will be successful
in life.
The goal of the week is to have the children eat some food from 6 color groups. The color of the food is the color group
the food belongs to.
When passing out the cards for the food eaten, even if the food eaten is not listed give the child a card of that color.
Week 1 the 6 colors

Use of flavors (spices) and color are the hallmark of a good cook in Korea. Discovery and imagination is
needed in mixing various combination to create original or exciting flavorful foods. Koreans use a
combination of sweet, sour, salty, hot and bitter. Key ingredients to have on hand are garlic, fresh
ginger, green onions, sesame seeds and oil, rice vinegar, brown sugar, soy sauce, dried red chilies and
hoisin sauce.
Encourage the parents to use similar sorts of exploration to find flavors that children like would help
them eat more foods of various types. The sort of things from other cultures are like:
Salsa (Latino cuisine) or Sambal (Indonesian cuisine) can be used for flavoring for other dishes1)
Boiled squash leaves (Korean cuisine) or lettuce leaves as a wrap instead of bread2)
Kelp, Shiitake, Dried shrimp, dried scallops, bonito flakes, miso (Japan also called weizeng in China)
and other ingredients to flavor soups and sauces.
3)
Sesame seed oil, vinegar, grated ginger, grated scallion, soy sauce and other flavors can be used as
dipping sauces for foods
4)
Charoset (Hebrew), hummus, shmears or nut butter used eaten as is or a spread for bread,
crackers and dips for vegetables
5)
My favorite is using the main course item to flavor my salad. (Sorry to anyone from France)
Instead of using high calorie salad dressings.
6)

A possible concern of parents is not enough time. My solution is simple quick healthy recipes for meals.
Instead of quick packaged foods easy quick meals can be substituted.
Frozen peas, corn and carrots mixed into uncooked rice in a rice cooker and topped with a piece of
chicken of fish. Cook the rice and a quick easy meal.
1)
Kimchee, raw ground pork and rice in a deep pan water to cover. Covered and cooked.2)
Cooked chicken or fish. Tomatoes, grated carrots, slice round onion or salsa. Tortilla or cooked
squash leaves wrapper for ingredients.
3)
There is no substitute for using your culture, imagination and research to find more ideas on how to make
things flavorful or easy to make. Collaboration and creating a menu library for the students and parents will
be very helpful. As well as providing resources that can be taken into the future of this program.
Hint: Combining mixed vegetables in a meal makes interesting ways to combo flavors.
Having Cultural days focusing on various cultures also broadens the children's curiosity about foods of
other lands. This will aid them in learning as a global citizen.
Present students with snack days. Children bring in snacks of various types, such as carrot, peas,
nuts, garbanzo beans, and other healthy snacks to share with other students. If they need to fill
in colors and the colors are present in the foods they bring in credit them the color as they eat
the snack.
Have the teachers discuss the information for day 1
This is a rather tasty looking meal of vegetables. Bon Apetite

Parents talk points: Fake food are colorful, easy and you may think cheap. Instead they actually hurt your finances and is
bad for your children. They will make your children weak, they may not grow to be as big as they can be, and reduce
their capacity to learn. They are very tasty, but they contain almost no real food value or the wrong types of nutrition for
proper growth.
Sports drinks are for professional athletes in training. They are used to maintain performance in training and in games.
They are not used as a substitute for water outside of their training. Do not give your children sports drinks. If they are
participating in athletic training let their coach decide when to use the sports drink.
Market Map
The food hunt go to the nearby grocery or convenience store and take a picture of 5 items at random of
healthy foods front and back. Be sure to get the nutritional breakdown and list of ingredients.
Have someone on your team sketch out a store layout. Green for fresh fruits and vegetables, yellow for
healthy packaged foods (minimal processing), orange where the items are mixed, and red for highly
processed or unhealthy foods.
Return and we will discuss you find.
This week's goal is to let the children learn how to determine what is good food and what is fake food. It
may seem easy but, for children, the colorful packaging and labeling can make choosing healthy foods
very difficult. The best bet is almost always vegetables and fruits.
This is really bad.
Week 2 Fake Food
Thursday, December 14, 2017 8:11 AM

Do the 2nd weeks exercise using the images gotten from the food hunt. Real foods are unpackaged or
not processed very much. The ingredients are natural. If there are a lot of strange ingredients in them it
probably fake. Caution: Chinese use a lot of herbs some of the food may be listing herbal ingredients so
they may actually be okay to eat.
Foods made up of mostly sugar like cookies, sodas and such should be considered fake foods as well.
Have the teachers do the Peppa Pig exercise. Circle the healthy foods.
Note: The second one is actually good to eat

Have the teachers discuss the 2nd weeks' program

As a diabetic I know how devastating sugar can be to the intelligence of a growing child. Personally, high levels
of sugar affected my eyesight, my cognitive level, my activity level, and my immunity level. All of these things
affects my ability to learn. I am currently in control of my blood sugar and I feel more energized and learning
more every day.
Parents' Stress Point:
As Chinese parents want their children to do good in school. Too much sugar in their diet will not only make
them look unhealthy and unattractive. Too much sugar robs their children of their ability to learn in school.
They will not be able to be successful in this world of information and technology.
Guess which has the most and least sugar A, B or C
Let's look at the label and see how good you could guess
A B
C
A B
C
Week 3 Sneaky Sugar

A B
C
The cupcakes have 19 grams of sugar, granola has 13 grams of sugar, the chocolate bar has 3 grams of
sugar. Just a note the cupcake is a 45 grams serving so about 50% of it is sugar, the granola is a 51 gram
serving so a 33% of it is sugar, and the chocolate bar is a 40 gram serving so it is 10 % sugar.
While the children may not know it a box contains more than one portion so eating a box of something
greatly increases the amount of sugar they eat.
Now breakup the teachers into teams and go outside into the yard and have them do the running
exercise for day 1
While the teachers are outside prepare the soda boiling exercise.
When the teachers return do the soda boiling exercise.
Day 2's homework consists of giving out the sugar free badges and an extra one for someone to be their
sugar free buddy. Give out the sugar free badges to all the teachers to wear during the week 3 exercise.
Challenge the teachers to go sugar free for the week.
Break up into groups. Each group is given 6 cotton balls. Choose one member of the group to be the
teacher and run through the sugar bomb lesson with the group.
This is a tasty way to drink water it has oranges, lemons, limes and pineapple. This will keep all day as
long as there is ice in the container. Note Science geek alert: Water with ice in it will maintain a
temperature of 0 degrees no matter what the outside temperature is at.
Other tasty options are cucumber, mint, chrysanthemum, stevia, rose buds, lavendar and strawberries.
These may need adjusting in combination or used alone.
Another option for dinner Is boiling pork or chicken bones. Making a hot pot/soup by adding vegetables,
fish cake and mushrooms. The broth is a healthy drink for dinner.

Parents' stress point:
A person's height and build is built into the genetics of the person, but the amount of calcium and proteins play a part in
a person's height and weight as well. This is best demonstrated in the Japanese population. Past generations Japanese
were small. Yet, in modern Japan the younger generations tower over their grandparents and sometime over their
parents as well. This due to the abundance of nutrients in their current diet. The cost point is how to choose to get
nutrient rich foods over empty caloric foods.
Chinese parents want their children to be tall and strong. Educating the parents on the fact that healthy foods will allow
their children to be tall and strong and a diet of junk food may reduce their potential for good growth.
It is also the dream for Chinese parents to have their children grow up smart This will take foods like salmon, sardines,
seaweed, and plants like flax and borage are needed for good brain and nerve development. Providing these tidbits will
help enlist the parents' aid at this stage of the program.
Place on the ground the play mat and run through the game. Note: The play mat will be pre-made on
paper or vinyl play mat. Cards will be distributed to teachers and the teachers will place the cards onto
the place mat.
Week 4 Super Foods

Have the teachers do the Protein Calcium homework for day 1.
Discuss the lesson for the day
Day 2:
Pass out the homework paper for day 2 and have them complete it.
Discuss the lesson for the day.

Parents talk point: Today with super bugs going around it is important that we protect ourselves and our children from
these diseases. The first line of defense is our skin and it is important we clean our skins before we eat or the bacteria on
our hands get into us.
Also even in America with ours tough sanitation laws we often have young children getting sick from things like
salmonella and E. coli. This is because careless farmers carry the vegetables on trucks that were used to transport things
like chicken and cow manure. We are not careful and do not wash the vegetables or cook them properly and the
children get sick. The children's immune system is not as strong as an adults so they can get very sick or die.
Next pair the teachers up. Each pair gets a blindfold and they will go to the bathroom and blindfolded
they will sing the Hands are Clean song as if they were doing the exercise. If time allows it and if enough
protective clothing is available they may do the full exercise.
For this exercise the teachers will learn to sing the Hand are Clean song. They will sing the song once to
get an idea of how the song goes. ‘Over, under / Over, under / Scrub between / Scrub between / Rinse
the tops and bottoms / Rinse the tops and bottoms / Hands are clean! / Hands are clean!’ They will then
gather around the Rainbow Table with a few of the food cards in hand. 5 of the teachers will be the
Food Hero Helper and the remaining teachers will stand in a line next to the Food Hero Helper. As the
sing the song they will pass the fruit card to the person next to them towards the Food Hero Helper
when they say "clean". The Food Hero Helper will then place the fruit card he receives from the closest
player and when they say clean again they will place it onto the Rainbow Table, when the Food Hero
Partner has place three fruit cards onto the table the lesson is done.
Day 2: This is talking about pesticides on food. Give all the teachers a Clean and Dirty Food Worksheet.
Week 5 Don't be Gross

Display the power cards for the teachers to see. Explain that these cards will be placed on the Food Land
Poster. With the power cards displayed they will need to fill out as per the assignment as show below.

Parents talk point: If you child only buys what he can eat. The money they would save could go to their education
abroad or college. Smart and wise planning like this can set up your child ahead of other children whose parents do not
plan ahead for their children. Wouldn't that be wonderful for you?
We waste a lot of food in the world. In the United States 52.4 million tons of food goes to waste year. If that were cars
that weight is the equivalent of 26 million cars. If we put those cars end to end that would circle the globe 36 times.
Worldwide we waste around 1.3 billion tons. That much in cars would circle the world 76,050 times.
This week we will show the children that food waste is not good not only wasteful but it is taking away money that can
be used for other things.
Break up the teachers into teams of around 10+ participants per team.1)
There needs to be the teacher, a shopper, a grocer, a waste villain and a food hero buddie.2)
Pass out the head piece to the four characters and set up the "shop" with food3)
Give the shopper money and the shopping card baggie4)
Run through the exercise part A5)
Reset the "shop" and choose another set of players6)
Run through the exercise part B7)
Day 1:
Week 6 Food Waste

This days homework is a little different as the students can take home a comic strip to have fun with.
Optional for the students that missed a day or do not think that they can draw give them the food
journal to do as well.
On the second day we will show the children how to control portions that we do not consume too much food (calories).
According to the Blue Zone project eating till you are totally filled affects our health over time.
do the Activity11)
Day 2:

Then do activity 22)

Do activity 33)

Finish this section with a discussion on Week 6
These are pictures of my actual dinners

Many foods grow only within their own seasons and regions. In colder climates temperature limits when things grow. In
warmer climates not having a large range of temperatures tends to limit the types of crops that can grow in that region.
I am a farmer at home and I grow a lot of vegetables, but I cannot grow certain vegetables as they need colder
temperatures for their growth cycles. Even Litchi which grows abundantly in the Guangdong Provence does not set fruit
in the warmer parts of Oahu.
Growing things out of their normal environment usually takes up more resources such as heated green houses or
irrigation systems. Getting produce out of season sometimes takes importing them from the southern hemisphere as
winters in the north are their summer there. This takes time and resources to transport them a long distance.
Parents' talk point: Plants bought in season are cheaper than vegetables bought out of season. Many of the vegetables
bought out of season needs to be important from countries far from China. This adds shipping and foreign taxes to the
food.
Foods bought in season are also fresher and contains more nutrients thus saving more money. Your children are getting
foods that are healthier for them.
The first day is about when plants grow. It is a hard concept for people who do not grow their own
foods. An excellent experiment is have the students plant vegetables seeds such as radish at the start of
the program. One set of seeds are placed by the window and let them water them. The second and third
set is put in the refrigerator for a few weeks. Water them as necessary but try not to over water them.
After a few weeks, put the second set by the first set and care for them as the first. Then towards the
end of this day bring out all three sets for the students to observe. Tell them that this is like different
parts of the China. Southern China is warm most of the year around. Middle China gets spring early. But
in Northern China near Mongolia they do not get spring until very late. Plants need to be planted at the
right time.
Day 1: part 1 Where on the plant does it grow?
Week 7 When and Where does My Food grow

First cut out the fruits from the bottom of the worksheet and glue them to the part of the plant it grows
in the picture.
Part 2:

The second part of this days lesson consists of placing the food card on the simple season image per the
illustrations above.
Day 2 of the Week 7

This exercise is using a clean world map. The placing the stickers on the area of the
world they grow. (optional) using short green yarn, medium length yellow yarn and
finally long length purple yarn. Starting with the short green pull the yarn from the area
the student lives to the farthest fruit or vegetable they can reach with the yarn. As the

the student lives to the farthest fruit or vegetable they can reach with the yarn. As the
yarn is placed the teacher explains. Green the food is nearby and easy to transport.
Yellow mean that the farmer needs travel far using trucks, boats and planes. The red
yarn means that the farmer has to go very far using boats, and planes using up a lot of
fuel and making a lot of pollution that hurts the world.
The final exercise is using teams. So taking the fruits and vegetables from the seasonal vegetable charts
and making a fruit or vegetable salad for the season. More does not necessarily make a tasty salad so
use as much as needed until the team thinks they made a delicious salad.

This day is for the students and their parents. It will consist of one last exercise, a closing video and the
awards ceremony.
At first the teachers will ask the parents if they noticed a change in their children's eating habits.
Should be for about 5 minutes
•
For about 10 minutes the teacher will reveal a food card and the parent will put the card into the
proper pocket on the Food Land Map. The children will let them know if it is in the right place or
not. This is done as long as the interest hold on or 10 minutes are up.
•
The closing video•
Presentation of the Food Hero Badge as the students are now Food Heroes. And giving out of the
Food Heroes Diploma. The students will be asked "How Food Heroes can save the world?" The
student will fill in the highlighted area with their answer
In preparation for this the teacher will clear the Food Land Map of cards.
Graduation Day

The children you teach today will carry with then the ideas and beliefs that you give them. It is a
basic paradigm of Mental Linguistic Programming that behaviors and beliefs learned in earlier
childhood whether consciously remembered or not will affect their future behaviors. I personally
know this is true. My parents taught me to eat various foods and be open and curious to new
foods. This had served me well when I had my own health issues. And I feel today I am healthier
than before.
•
With your help we will be able to make Shanghai a healthier city. As this generation grow up they
will be able think better and live a better life than if they were obese.
•
The success of this program will mean that it can be used outside of China and we will need
people who know the program and will be able to guide other educators in duplicating the
successes here in their respective countries. So, everyone here has a chance to become part of the
expansion of the program into these countries. Thus your success here will translate into success
elsewhere in the world.
•
Would it not be amazing to see generations of children smart, and healthy around the world. This
movement will also be helping the environment. Spurring on new industries such as urban
aquaponic farms. Growing food within the cities using less water than on a farm and less
resources as it is all grown within a community for local consumption. The possibilities would be
endless.
•
The Future
Friday, December 15, 2017 12:02 AM

Ulric Kenji Kurashige's Octalysis Gamification Design Challenge for Food Heroes (JUCCCE)

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